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| This 12-item interactive
quiz offers a sample of the research-based findings on global patterns
of instructor-learner and presenter-listener interactions that are addressed
in coaching and training described on
GROVEWELL's
"Effective Presentations Worldwide" website (portal
page).
- Meaning of Key Terms Used in the Quiz instruction or presentation
instructor or presenter
learner or listener
knowledge-focused culture
learner-focused culture
A. In knowledge-focused (or traditional) cultures, what is the one condition under which is it acceptable for a learner to publicly be told that he or she has failed to master a learning task? 1. Immediately after the learning task is set, since mastery could not be expected then. click here 2. During a portion of classroom time clearly set aside for public assessments of learners. click here 3.
Following an extended opportunity for the learner to privately master the
task. click here
1. In knowledge-focused cultures, a bearer of knowledge is worthy of deep respect, signaled by formality. click here 2. A business visitor should deal with local counterparts formally but expect informal treatment from them. click here 3.
A visitor should give/receive formal treatment only during the actual presentation,
not at any other time. click here
1. Most learners are highly motivated to learn. click here 2. Most learners are insufficiently motivated to learn. click here 3.
Motivation can only be assessed individual-by-individual. click
here
1. They fail to hand out hard copies of each and every one of their overhead slides. click here 2. They anticipate that their listeners' comprehension of spoken English is better than it actually is. click here 3.
They allow the value of efficiency to drive their presentation, instead
of the value of thoroughness. click here
1. Desire to be supportive of the learners. click here 2. Desire to maintain order in the classroom. click here 3.
Desire to demonstrate own status vis-à-vis the learners. click
here
1. Arrange for questions to be asked anonymously. click here 2. Be clear that question-asking counts toward their class-participation grades. click here
3. Call upon individual learners occasionally to pose a question. click
here
1. The learner is deficient in aptitude. click here 2. The learner is deficient in persistence. click here 3.
There was a deficiency of some kind in the learning environment. click
here
1. The learner fails to obtain the information he or she sought. click here 2. The learner is discouraged from asking questions in the future. click here 3. The
learners are likely to judge the instructor as unworthy to instruct. click
here
1. The methods and activities are "not fun." click here 2. The methods and activities are "not serious." click here 3. The
methods and activities are "not straightforward and clear." click
here
Assuming that all learners should learn a certain minimum quantity of material (for example, through 6th grade),... 1. Individuals should be selected for certain courses of learning based on the needs of the state. click here 2. All learners should progress upwards as far as their personal desire can take them. click here 3. Only
the most outstanding learners should progress to higher levels of learning.
click
here
1. Least common is learners' knowledge- and skill-acquisition tested on the basis of recognition. click here 2. Least common is learners' knowledge- and skill-acquisition tested on the basis of recall. click here 3. Least
common is that the learners openly evaluate the performance of the instructor.
click
here
In the future (measured in years and decades), learners will... 1. Know how to recognize, rediscover, or recalculate what they need to know. click here 2. Be able to draw upon knowledge already securely in their mental possession. click here 3. Be
able to relearn the material far more efficiently the second time. click
here.
OVERVIEW TRAINING 12-Item Interactive Quiz GROVEWELL Publications Book Currently in Progress Introduction for Researchers Bibliography for Researchers - Click here to discover GROVEWELL's full range of services. - Top of Page | Contact Us | Home | Comprehensive Site Map |
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Please use "Back" to return to the
question,
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Following
an extended opportunity for
the learner
to privately master the task.
Assuring that
learners have time to master learning tasks in private
(or, if they
desire, with fellow learners) is critical for instructors who
are accustomed
to working in a "learner-focused culture," and who are
now dealing
with learners in or from a "knowledge-focused culture."
Dr. Grove's
Toolkit coaching/training helps us
understand
why
this
is true and how to do it.
Continue on to Question B.
In knowledge-focused
cultures, a bearer of knowledge
is worthy
of deep respect, signalled by formality.
The U.S. is
a "learner-focused culture," a feature of which is an
informal
presenter-listener interaction style. For people in a
"knowledge-focused
culture" to interact informally with a knowledge-
bearer (instructor)
is to imply that the knowledge he bears may be worthless!
Dr. Grove's
Toolkit coaching/training helps us understand
why this
is true and how to do present effectively abroad.
Continue on to Question C.
Most learners are insufficiently motivated to learn.
This assumption
is one of the central organizing principles of
learner-focused
(progressive) classroom cultures.
Learners
accustomed to knowledge-focused (traditional)
cultures
quickly detect it, and
many deeply resent it.
Dr. Grove's
Toolkit coaching/training
helps us
understand what, therefore, to do.
Continue on to Question D.
They allow
the value of efficiency to drive their
presentation,
instead of the value of thoroughness.
Deeply affected
by the value of efficiency, presentations by American
instructors
emphasize bullet-pointed brevity while providing little
background,
history, or theory. This approach is contrary to the needs
and expectations
of listeners in and from most other world regions.
Dr. Grove's
Toolkit coaching/training
helps us
understand what, therefore, to do.
Continue on to Question E.
Desire to be supportive of the learners.
In knowledge-focused
cultures, an instructor who is directive is perceived as
being
supportive. For instructors from a learner-focused culture (such
as
that of the
U.S.), this is one of the most difficult features of knowledge-focused
cultures
to accept and act upon. But the truth is that when learners accustomed
to a knowledge-focused
culture who enter a learner-focused classroom, they
often feel,
paradoxically, that the instructor is deliberately ignoring them.
Dr. Grove's
Toolkit coaching/training helps us understand
what others
value
and how to leverage that for success.
Continue on to Question F.
Arrange for questions to be asked anonymously.
This is one
of four innovative ways that can be used
by learner-focused
(or progressive) instructors to
encourage
questions from learners accustomed to
knowledge-focused
(or traditional) classrooms.
Dr. Grove's
Toolkit coaching/training helps us be aware of,
and know
how to use, all question-encouraging options.
Continue on to Question G.
The learner is deficient in persistence.
This explanation
is shared by instructors, learners, and
parents alike.
The value placed on persistence is a key
reason why
many learners from knowledge-focused cultures
perform spectacularly
well in learner-centered classrooms.
Dr. Grove's
Toolkit coaching/training helps us grasp
the value-foundations
of both
classroom cultures.
Continue on to Question H.
The learners are likely to judge
the instructor as unworthy to
instruct.
Instructors
in knowledge-focused classroom cultures are
deemed worthy
of deep respect because of their comprehensive
mastery
of their subject specialty. "I don't know" seriously
undermines
the learners' faith in their instructor's competence.
Dr. Grove's
Toolkit coaching/training helps us recognize
critical
do's
and dont's
for both classroom cultures.
Continue on to Question J
The methods and activities are "not serious."
This complaint
reveals a key value that prevails in knowledge-
focused classroom
cultures. Ironically, instructors in
learner-focused
cultures, by working hard to make learning
enjoyable,
lose
the respect of knowledge-focused learners!
Dr. Grove's
Toolkit coaching/training helps us see the
advantages
and admirable values of both classroom cultures.
Continue on to Question K
Only the most outstanding learners
should progress to higher levels
of learning.
This societal
objective is rejected in learner-focused cultures
as "elitist."
The difference in societal objectives helps to reveal
why instructors
in knowledge-focused cultures use one set
of methods,
while learner-focused instructors use another set.
Dr. Grove's
Toolkit coaching/training helps us see the link
between societal
values
and day-to-day instructional choices.
Continue on to Question L
Least common is learners' knowledge-
and
skill-acquisition tested on
the basis of recall.
In the U.S.
and some other nations, there has been a gradual shift from
primarily
evaluating learners on the basis of recall to primarily evaluating
them on the
basis of recognition. This shift mirrors another: the shift
from knowledge-focused
classroom cultures (such as widely prevailed in
the U.S.
up until the early 1900s) to learner-focused classroom cultures
due to the
influence of the progressive movement in U.S. education.
Dr. Grove's
Toolkit coaching/training reveals the elements
of this historic
shift,
and their practical implications.
Continue on to Question M
Know how to recognize, rediscover,
or recalculate what they need
to know.
This is important
in helping to explain why learner-focused
classroom
cultures reject memorization. A different assumption
about the
future use of learning similarly helps to explain why
knowledge-focused
classroom cultures do make use of memorization.
Dr. Grove's
Toolkit coaching/training helps us see why
instructors
in different cultures make predictable choices.
This is the
answer to the final quiz question.
To return
to the GROVEWELL webpage entitled
Presenting
Effectively Worldwide: An Introduction,
click
here